A study of reliability, validity and development of the teacher expectation scale

Abstract

This study aims to develop a ‘Teacher Expectation Scale’ (TES) to accurately and reliably measure teachers' expectations from their students. The development process of TES has an exploratory mixed method research design. The maximum variety sampling method was used when collecting qualitative data for the study, and the simple random sampling method was used for quantitative data. In the study groups of the research, there are 27 teachers for semi-structured interviews, 423 teachers for Exploratory Factor Analysis (EFA) and 750 teachers for Confirmatory Factor Analysis (CFA). For the content and face validity of the scale, six experts' opinions were obtained. A structure consisting of 36 items and 2 factors was revealed, which explains 73.54% of the total variance as a result of EFA. It has been seen that the items contained in TES show high levels of affiliation to the relevant factors and that all items are discriminative. The explored structure with EFA was evaluated using CFA. The following results were obtained when examining the compliance indices of the obtained model: χ²/df=4.53<5; CFI=0.99; TLI=0.99; RMSEA=0.07; SRMR=0.05. From the calculated reliability coefficients, McDonald's Omega (0.98) and stratified alpha coefficient (0.96) for the scale overall and Cronbach alpha coefficient (.98) for the dimensions were obtained. Reliability and validity results, obtained from TES showed that it is a valid and reliable measurement tool with two factors and 36 items. The subject of teacher expectation can be examined in terms of many variables using TES developed in the current research.

Keywords

• Teacher expectation
• Classroom-level teacher expectations
• Self-fulfilling prophecy

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